Sınıf Öğretmeni Adaylarının Silindir ve Koniye Yönelik Kavram İmajlarının İncelenmesi

Karakuş, Fatih

doi:10.17051/ilkonline.2018.419352

Cited by 11 publications

(18 citation statements)

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“…While Fujita and Jones (2006b) reported that 29 (23%) of 124 pre-service teachers could demonstrate the link between a trapezoid and rectangle, Erdogan and Dur (2014) observed in Turkey that only 4 (7%) of 57 preservice teachers include this relation in their knowledge maps. In another study conducted in Turkey, Karakuş and Erşen (2016) determined that 16 (25%) of 58 pre-service teachers highlight the relation of trapezoidrectangle.…”

Section: Discussionmentioning

confidence: 95%

“…Erdogan and Dur (2014) found that 24 (46%) of 57 pre-service teachers recognize the rectangle family. Regarding the rectangle-square link, Erdogan and Dur (2014) found that 54 (95%) of 57 pre-service teachers could indicate this relation while Karakuş and Erşen (2016) detected that 49 (85%) of 58 pre-service teachers reveal this link. Ndlovu (2014) also reported that 12 of 16 pre-service teachers highlight this relation.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, Türnüklü, Gündoğdu Alaylı et al (2013) found that 12 (33%) of 36 pre-service teachers could correctly define a trapezoid whilst Fujita andJones (2006b, 2007) revealed that only 19 (12%) of 158 pre-service teachers could do this. Regarding the hierarchical definition of a trapezoid, Karakuş and Erşen (2016) determined that 7 (12%) of 58 pre-service teachers hierarchically define a trapezoid. Additionally, found that only 1 in 9 mathematics teachers in a study conducted in Turkey could link a trapezoid with a rectangle.…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, Fujita andJones (2006b, 2007) observed that 93 (59%) of 158 pre-service teachers could correctly define a parallelogram whereas Güner and Gülten (2016) reported that only 20 (40%) of 50 pre-service teachers could do this accurately. Karakuş and Erşen (2016) reported that 31 (53%) of 58 pre-service teachers provide the hierarchical definition of a parallelogram. Additionally, Erdogan and Dur (2014) found that 29 (51%) of 57 preservice teachers recognize the parallelogram family whereas Fujita andJones (2006a, 2007) reported that only 21 (20%) of 105 pre-service teachers could identify the parallelogram family.…”

Section: Discussionmentioning

confidence: 99%

“…Elsewhere, an earlier study by Fujita andJones (2006b, 2007) found that only 34 (26%) of 158 pre-service teachers could correctly define a rectangle. Karakuş and Erşen (2016) reported that 42 (72%) of 58 pre-service teachers could provide the hierarchical definition of a rectangle whereas Pickreign (2007) found that only 9 (22%) of 40 preservice teachers could do so. Erdogan and Dur (2014) found that 24 (46%) of 57 pre-service teachers recognize the rectangle family.…”

Section: Discussionmentioning

confidence: 99%

See 4 more Smart Citations

Exploring Turkish Mathematics Teachers’ Content Knowledge of Quadrilaterals

Bütüner¹,

Filiz²

2017

International Journal of Research in Education and Science

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The aim of this research was to examine mathematics teachers' performances in defining special types of quadrilaterals, identifying their family and hierarchically classifying them. In this vein, 33 of 58 primary school mathematics teachers working in the province of Yozgat, Turkey were voluntarily recruited for this survey, and they were asked to complete a data collection form consisting of three open-ended questions. In the first question, participants were asked to define the special types of quadrilaterals. In the second question, teachers were asked to recognise kites, trapezoids, parallelograms, rectangles and rhombuses among 15 quadrilaterals. Finally, participants were prompted to make a hierarchical classification of the special types of quadrilaterals. The results of this study illustrated that while 20 mathematics teachers could define a kite hierarchically, only 1 of the sample could hierarchically define a trapezoid. In addition, participants encountered difficulties not only in determining the kite and trapezoid family, but also in demonstrating the relations of kite-rhombus, trapezoid-parallelogram and trapezoid-rectangle quadrilaterals. Hence, in-service training programs for primary school mathematics teachers should be organized to improve content knowledge of geometry in general and quadrilaterals in particular.

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Section: Discussionmentioning

confidence: 95%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 3 more Smart Citations

Exploring Turkish Mathematics Teachers’ Content Knowledge of Quadrilaterals

Bütüner¹,

Filiz²

2017

International Journal of Research in Education and Science

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The Effect of Associative Teaching on 7th Grade Students' Achievement in Quadrilaterals

Balgalmis¹,

Işık-Ceyhan²

2018

Turkish Journal of Computer and Mathematics Education (TURCOMAT)

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Öz: Bu çalışmanın amacı dörtgenlerin içeren ve hariç tutan tanımlarına odaklanılarak yapılan öğretimin, 7. sınıf öğrencilerinin dörtgenleri ilişkilendirme becerilerine etkisini incelemektir. Araştırmanın örneklemini Orta Karadeniz Bölgesinde il merkezine bağlı bir köy okulunda öğrenim gören; deney grubunda 16, kontrol grubunda 15 öğrenci olmak üzere toplam 31 tane 7. sınıf öğrencisi oluşturmaktadır. Çalışmada zayıf deneysel desenlerden ön-test son-test kontrol gruplu desen kullanılmıştır. Veri toplama aracı olarak araştırmacılar tarafından alan yazında kullanılan sorular derlenerek, uzman görüşü rehberliğinde hazırlanan, dörtgenler erişi testi kullanılmıştır. Öğretim etkinlikleri 5 hafta boyunca devam etmiştir. Dörtgenler konusu, deney grubundaki öğrencilere içeren tanımlara, kontrol grubunda ise hariç tutan tanımlara odaklanılarak anlatılmıştır. Bulgulara göre, ön test puanları arasında deney grubu ve kontrol grubu arasında başarı açısından istatistiksel olarak anlamlı bir fark yokken, son test puanları arasında deney grubu lehine istatistiksel olarak anlamlı bir fark olduğu saptanmıştır. Sonuç olarak dörtgenlerin içeren tanımlarına odaklanılarak yapılan öğretim etkinliklerinin öğrenci başarısı üzerinde olumlu etkileri vardır denilebilir.

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Pre-Service Mathematics Teachers’ Concept Definitions and Examples Regarding Sets

Doruk

Çiltaş

2020

IJPES

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The purpose of this study is to reveal the concept definitions and examples of pre-service elementary mathematics teachers regarding sets. In this context, students' formal definitions, personal definitions and examples in sets were investigated. Concept of equal sets, subsets, union, intersection, compliment, and difference were considered as basic concepts of sets in this study. The participants of the study consisted of 79 freshmen studying in the department of elementary mathematics teacher training at a state university of Turkey. The study adopted qualitative research approach and is a sample of a case study. The data of the study was collected from Definition Knowledge Form for Sets and unstructured interviews. The results of the study indicated that most of the pre-service teachers had difficulty in giving notational definitions and daily-life examples while they gave successfully verbal definitions of the basic concepts in sets. It was revealed that verbal definitions, notational definitions, prototype examples with schema, symbols and operational properties were parts of some pre-service teachers' concept images. Furthermore, some pre-service teachers confused equal sets with equivalent sets and difference with symmetric difference. They also did not consider the universal set in defining the compliment. It was found that most of the preservice teachers had difficulty in expressing their thoughts using mathematical language throughout the study.

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Sınıf Öğretmeni Adaylarının Silindir ve Koniye Yönelik Kavram İmajlarının İncelenmesi

Cited by 11 publications

References 0 publications

Exploring Turkish Mathematics Teachers’ Content Knowledge of Quadrilaterals

Exploring Turkish Mathematics Teachers’ Content Knowledge of Quadrilaterals

The Effect of Associative Teaching on 7th Grade Students' Achievement in Quadrilaterals

Pre-Service Mathematics Teachers’ Concept Definitions and Examples Regarding Sets

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